《新视野大学英语（第四版）读写教程 4》教案 B4U5 Unit 5 Passion guides life choices

《新视野大学英语（第四版）读写教程4》教案Unit5Passionguideslifechoices一、单元教学概况（一）教学目标1.知识目标（1）语言层面：学生能够学会并使用本单元重点词汇、短语、搭配和句型结构;能够掌握主题相关词汇。（2）内容层面：通过篇章学习，学生能够深入剖析文本，理解文章中关于“热爱指导人生选择”这一主题。2.能力目标（1）词汇应用能力：学生能够掌握并运用文章重点词汇和短语描述与课文主题相关的内容。（2）阅读能力：学生能够比较精确得把握文本中的修辞语言的运用，使文章描述更加生动。（3）写作能力：学生能够完成个人故事写作，运用具体事例和个人观点使文章生动有趣、富有感染力。（4）应用能力：学生能够发掘社区贡献者的感人事迹，与同伴展开研讨，并完成口头汇报。（5）思辨能力：学生能围绕单元主题进行深度思考，在生活与学习中探寻自身热爱，并积极付诸改变。3.思政育人目标本单元以“热爱指导人生选择”为主题，依托文本中因热爱激发行动的故事，引导学生感悟热爱的内在驱动力。生命态度。（二）教学基本内容A讲述亨利・斯皮拉以热爱投身动物保护，积极行动，关闭动物实验室，推动企业改革，虽生活简朴却因贡献度过BofChina讲述了以热爱与奉献为动力，推动中国航天科学不断攀登新高峰的历程。1.词汇（1）重点词汇：specimen,blunt,intrigue,constrict,exert,boycott,incur,malpractice,sue,revenge,chronicle,expectancy,condolence,vaccinate,swamp,indignant,patron,deport,adherence,tribute,denounce,agitation,trumpet,prosecute,ignite,impetus,bewilderturnup,putout,alertsb.tosth.,laysiegetosth./sb.,followsuit,inthefacestand/stay/remainonsidelines,revengesb.)forsth.,appealto,inadherenceto,inessence,cometolife,tackth.up,dubsb./sth.as（2）主题相关词汇：passion,makeadifference,animalliberation,solemnoath,campaigns,closeddownalaboratory,exertpressure,dedicatetothecause,appealtothepublic,lifeexpectancy,satisfiedwithaccomplishments,deep-seatedpassion,Irishheritage,defend,denounce,igniteone’scareer,best-sellingauthor,meaningfulandtimely,findthatpassion,makeadifference2.技能的培养。写作技能：学生能够完成个人故事写作，运用具体事例和个人观点使文章富有感染力。这一技巧有助于培养学生从生活中提炼素材的能力，通过真实经历引发读者情感共鸣，同时在表达观点时深化思考，提升叙事逻辑性与思想深度。翻译技能：完成有关中国航天成就的翻译，锻炼学生主题词汇运用以及语言组织能力。同时帮助学生了解科研工作者们以热爱与奉献为动力，推动中国航天科学不断攀登新高峰的历程。3.任务Talkingaboutapersonwhohasmadeadifferenceinone’scommunity.（三）教学模式、理念与评价方式教学模式：基于U校园AI版的混合式教学模式校园智慧教学云平台AI版”提供的数字课程、在线交互式课件等内容与功能，实现课堂内外融合和线上线下贯通。教学理念与方法：本课程采用由南开大学有效教学团队研发的O-AMAS教学模型。该模型包括教学目标设计评价方式：主要采用形成性评价，依据教学目标对学生的课堂表现和任务成果进行同伴互评或师评，对于线上学习进行机评。二、教学过程Section1(2classhours)教学阶段教学目标教学活动教学评价Pre-classSswillbeabletounderstandandapplythevocabularyofthisunit.SswillbeabletounderstandtheA/BandStoriesofChina)SslearnaboutthetextsandcompletetheexercisesonUcampusAI.UnitpreviewSectionA/SectionB：Readingthetext,Readingcomprehension,LanguagefocusStoriesofChina:ReadingUcampusAI机评UcampusAI线上学习及评价。教师可查看UcampusAI上的学情分析，了解学生学习和作答情况，有针对性地准备线下授课内容。While-classPre-assessment(15mins.):Ssdothe“vocabularypuzzlechallenge”activity.(15mins.)Tselectsandexplains8-10corewordsfromthetext.Tpreparesonesetofvocabularycardsforeachgroup.(eachsetshouldincludealltheselectedwords).师评通过学生创造的句子或段落，教师了解学生对文内词汇和短语Tdividestheclassintogroupsof3studentsanddistributesonesetofvocabularycardstoeachgroup.Ssdiscussandcreateasentenceorparagraphwithallthegivenwords.Onerepresentativefromeachgroupreadstheirsentenceorparagraphtotheclass.Thegroupalsoneedstobrieflyexplainhowtheyconnectthevocabularyandwhattheirsentenceorparagraphmeans.Sschoosethemostcreativeoraccuratesentence/paragraph.TmakescommentsonSs’sentencesandparagraphs.的掌握情况。Activation(5mins.):ActivateSs’viewsonpassion,stimulatingtheirinterestinlearningandparticipation.Ssdiscussthefollowingquestions.(5mins.)Whatisonethingyouhaveastrongpassionfor?Howdoespassionmakeourlivesmeaningful?Whyisitimportanttoactuponpassion?*ThequestionsmayTcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaythewholeclass’sanswersonthescreenwhenfinished.师评对学生情况加以总Multi-learning1(25mins.):Sswillbeabletodeepentheirunderstandingofthetext’slanguage,structureandtheme.Ssdothe“readingcircles”activity.(25mins.)1.Tdividestheclassintogroupsof6students.Tassignsthefollowingroles:1)Leader:managedivisionoftracktime,andfacilitate同伴互评&师评学生可以通过角色协作深化文本语言与结构理解，培养批判性discussions.guide:identifyandexplainkeywords,phrasesandconcepts.Sentencemaster:selectchallengingsentences,analyzetheirgrammaticalstructures,andtranslatethemintoChinese.Contentanalyst:summarizeparagraphmeanings,extracttopicsentences,andproviderelevantbackgroundknowledge.Discourseconstructor:analyzecohesivedevices,logicalstructuresandrelationshipsbetweenparagraphs.Criticalthinker:evaluatetheauthor’sattitudetowardsHenrySpira,proposepersonalinsightsandcitetextualevidence.Sschoosetheirownroles,readA,andsearchforrelevantinformationandcompletetherole-relatedassignments.Ineachgroup,theleaderorganizesthediscussion,andtheotherstudentssharetheirfindings.Eachgroupselectsonerepresentativetopresenttheirfindings,andothergroupsaskquestionsoraddinsights.TmakescommentsonSs’performance.思维与团队合作能力，促进文章主题的深层思考。教师通过观察学生表现，了解学生对课文法的掌握情况。Multi-learning2(25mins.):Sswillbeabletowriteapersonal1.Tgivesalecture.(10mins.)Texplainshowtowriteapersonalnarrative.同伴互评&师评进行写作产出活动，narrative.2.Ssdothewritingactivity.(15mins.)Tdividestheclassroomintothreesections.Tassignsatopictoeachsection(e.g.thebestclassI’veeverhad),askingstudentsinthatsectiontowritethefactsandtheiropinionsonthegiventopic.Ssworkinpairs,discusswithhis/herpartner,andwriteanoutline.SssubmittheiroutlinestotheOnlineInteractiveCourseware.TandSsfromtheothertwosectionsevaluatethepostedoutlines.有助于学生掌握文章写作方法。点评学生习作，教师可针对性讲解。生生互评，可以了解他人的写作思路，学习他人写作优点，反思自己写作不足。Multi-learning3(15mins.):Sswillbeabletograspthereadingskilloffigurativelanguage.Tgivesalecture.(7mins.)Tintroducesthefigurativelanguage.Ssdorelevantexercises.(8mins.)SsidentifyallthefigurativelanguagesinAandB.Ssworkinpairstocheckandexplaintheiranswers.Tprovidesthecorrectanswersandexplainsthem.师评教师对学生存疑之处进行解答，了解学生对阅读策略的掌握程度。Summary(5mins.):Self-evaluationSssubmitthe“summarytickets”.(5mins.)1.Tpreparesthe“summarytickets”tohelpstudentssummarizewhattheyhavelearnedinclass.Studentsneedtoanswerthreequestionsonthetickets.1)WhathaveI自评学生总结本课收获。learned?2.Inwhataspectwillitbeuseful?3)Whichpartoftheclassimpressesmemost?2.Attheendoftheclass,TasksSstofillinandthensubmitthetickets.*Tcanalsouse"wordcloud"ontheOnlineInteractiveCoursewareanddisplaySs’summariesonthescreenwhenfinished.Post-classSsconsolidatetheirunderstandingofthetextandkeyvocabularyandphrases.Sspreviewforthenextclass.SscompletetheexercisesonUcampusAI.SectionA:Languagefocus,StructuredanalysisSectionB:Readingskills,LanguagefocusSectionC:TranslationUcampusAI机评UcampusAI线上学习及评价。教师可查看UcampusAI上的学情分析，了解学生学习和作答情况，有针对性地准备线下授课内容。Section2(2classhours)教学阶段教学目标教学活动教学评价While-classPre-assessment&activation(15mins.):Ssdothe“fillinwordswithgiveninitials”activity.(15mins.)Tchooses8-10keywordsand8-10phrasesfromB.Dividetheclassintogroupsof3students.Tshowsthewordinitialsofthechosenwordsandphrasesand师评通过观察学生在活动中的表Sswillbeabletograspkeyvocabularyandphrases.theirbriefexplanationsontheTaskseachgrouptomakethewordsandphrasescomplete.Whenfinishingtheexercise,thegroupshouts“Bingo”.Thefastestgroupwiththefewesterrorswins.Trevealstheanswersandexplainsthewordsandphrases.的讲解。Multi-learning1(20mins.):Sswillbeabletograspthemaincontentofthetext.Ssdothe“reading-drawing-presenting”activity.(20mins.)Tdividestheclassintogroupsof3students.SsreadBandhighlightkeyemotionsandkeyactionsinthetext.Ssidentifythetrigger,action,resultsandthemeofB.Eachgroup,withtheidentifiedinformation,createsa4-panelcomicwiththetopic“howpassionshapedafirefighter’swritingcareer”.SscanusespeechbubbleswithquotesfromB.Groupsposttheirdrawingsonwalls.Sswalkaroundtheclassroomtoviewthedrawings.Theymayaskquestionsandeachgroupselectsonerepresentativetoexplain.TandSsevaluatethedrawings.同伴评价&师评学生以漫画形式呈现文章内容，能够梳理文本逻辑脉络，思路与创意表达。师可检验学生对文章内容和结构的掌握程度。Multi-learning2(20mins.):SswillbeabletodeepentheircomprehensionofTextB.Ssdothe“sparkle-quiz-solve”readingactivity.(20mins.)Tdividestheclassintogroupsof3students.SsreadBandwritedownone“sparkle”,themostvaluabletakeaway(e.g.akeyquote,theme,oraword).Ingroups,eachmembersharestheir“sparkle”.Thegroupvotesforthemostinsightful“sparkle”topresentEachmember师评结。createsonequizquestionbasedontheir“sparkle”(e.g.whatwordmeans“toexpressstrongdisapproval?”).Memberstaketurnsaskingtheirquestionstothegroup.Theneachgroupselectsoneunansweredquestiontheyfoundmostchallenging.Groupsposttheirtop“sparkle”andtheunansweredquestionsonposters.Thewholeclasswalksaroundtoreadpostersandstarthemosthelpful“sparkle”andwritepossibleanswerstoanyquestionstheycansolve.Groupstaketurnstopresenttheirtop“sparkle”andanswertheirownquestion.Tevaluatesthe“sparkles”andaddressesunansweredquestions.Multi-learning3(15mins.):SswillbeabletotranslatepassagesconcerningChina’sscientificachievementsinspaceexploration.Tgivesalecture(10mins)TsummarizesSs’performanceonUcampusAI.TintroducestechniquesconcerningparagraphtranslationonthetopicofChina’sspacescience,includingkeysciencestructure,topic-relatedvocabulary,etc.SsdiscusswithapartneraboutpassionanddedicationinChina’sspacescience.(5mins.)师评通过评价学生的课前翻译作业，教师可以诊断学生在翻译技能上的具体困难和挑战，并进行针对性的讲解，解决学生在翻译过程中遇到的问题。学生讨论中国航天科技发展中的激情与共享，使学生了解科研工作者们前进的动力，培养学生的自豪感。Multi-learning4(15mins.):Sswillbeabletotalkaboutapersonwhohasmadeadifferenceinhis/hercommunity.Ssmakeapresentation.(15mins.)Sschooseapersontheywouldliketotalkaboutandgathersomeinformationabouttheperson.Formsmallgroupsoffourorfiveandtaketurnstointroducethepersontheyhavechosen.ingroupsandselectthepersonwhohasmadethegreatestdifferenceinthecommunity.Chooseamembertogiveapresentationaboutthatpersoninclass.OtherSsevaluatethepresentation.同伴互评同伴可以紧扣关键要点进行点评，结合实际情况提出切实可行的建议。Summary